The case for evolving from dual to joint degrees

In the field of international education, institutions are constantly evolving to meet students’ needs. Many institutions and providers offer short-term or semester exchange programmes, but the number of long-term programmes such as dual or joint degree programmes, is on the rise.

While the development of an international joint degree, in particular, can provide an exceptionally rich experience for students and a robust programme for the institution to add to its portfolio, it also comes with a unique set of challenges.

Although the terms ‘joint degree’ and ‘dual degree’ are sometimes used interchangeably, it is important to note that there is a difference between the two concepts. A ‘dual’ or ‘double’ degree requires students to complete two separate programmes at two universities, whereas a joint degree programme is for a single degree with one curriculum designed and offered collaboratively by two universities.

While ‘dual’ or ‘double’ degrees are currently more common, they can be difficult to navigate. Students typically require at least five years to complete the dual degree programme because there are separate sets of requirements for each degree at each university.

It is also common for a university to require that at least half of the credits for its degree be taken on site. So, even when students are completing similar degrees at each institution, they may need to take more classes simply to reach the total number of credits to meet each partner’s requirements.

On the administrative side, advising students through their dual degree academic path can be challenging, as each institution’s advisors are primarily guiding students through the requirements that have been set for their own degree. Developing a joint degree programme can address many of these issues.

A shared curriculum

In September 2017, American University (AU) in Washington, DC, and Ritsumeikan University (RU) in Kyoto, Japan, established a joint undergraduate degree programme as a natural evolution of their current dual degree programme in the expectation that this would reinvigorate student interest and improve their access to resources, experts in the field and opportunities in these dynamic global cities.

Students who follow the programme will be simultaneously enrolled at both universities, sharing one curriculum that has been jointly designed. They will attend some required courses taken at the RU campus in Kyoto and others at AU’s campus in DC, with approximately half of the degree being completed at each institution.

Since there is one common set of requirements, advisors at AU and RU can collaboratively assist students in following the degree path to completion in only four years.

This joint undergraduate degree is unique in several ways. Most existing international joint degree programmes are only available at the graduate level. Our research found only one other international undergraduate joint degree programme, between the College of William and Mary in Williamsburg in Virginia and the University of St Andrews in Scotland.

Also, many of the current international joint degrees focus solely on the STEM fields – science, technology, engineering and mathematics – or on business and administration, whereas the AU-RU joint degree is in the field of global international relations.

Finally, the number of students on the programme is capped to ensure small cohorts that allow for personal attention and support.

Despite the long-term partnership, staff and educators from RU and AU faced numerous challenges and spent more than three years in the development of the programme as it passed through multiple approval and accreditation processes at both institutions and in both countries.

The development teams worked intensively to meet the detailed and sometimes competing needs of the stakeholders involved at each university, including the registrar, the faculty senate, the board of trustees and the provost and president’s offices.

Like many international partnerships, the staff worked through challenges in collaborating with a partner half a world away and the complications inherent in cross-cultural communication.

While the programme has overcome these issues, they only represent the challenges at the developmental stage of the programme. In 2018 the universities will jointly enrol their first cohort and programme coordinators will begin to prepare students for a unique international experience – to build a learning community across continents through virtual and in-person orientations and activities.

International in theory and practice

When students begin the joint degree programme, they will not only be learning international relations theory, but will put it into practice through the integrated design of the curriculum and the support of faculty and staff at both institutions.

Students participate in international programmes for myriad reasons: to gain first-hand international experience and new perspectives, to improve foreign-language and cross-cultural communication skills, to foster personal and professional growth and to showcase to future employers their credentials as a global citizen.

While some seek short-term exchanges, those interested in an intensive overseas experience will look to joint degrees as a more distinctive and rewarding opportunity. By taking on the challenge of a joint degree, students gain all the benefits of close collaboration across campuses and across countries.

Universities that are seeking to support these deeply engaged students need to carefully assess their ability to develop and support the intensely collaborative relationship required for an international joint degree programme.

Creation of a joint degree programme presents challenges for the universities involved, but the reward is a unique programme that provides opportunities for students, staff and faculty with partner institutions around the world.

Jessica Kling is international programme coordinator at the School of International Service of the American University, Washington, DC, United States.